By Tim Pound
The overseas Baccalaureate (IB) is a revered qualification gaining expanding forex around the globe, and which has been followed by way of a wide selection of colleges, either private and non-private. within the united kingdom, turning out to be dissatisfaction with the A-level process has resulted in an extreme debate approximately substitute skills, and in lots of colleges IB classes were brought along traditional A-level courses.This useful creation to the IB takes a balanced examine the professionals and cons and lines a wealth of recommendation from these truly taken with instructing and imposing it in faculties. offering comparative fabric on how IB classes range from A-levels and a subject-by-subject account of top perform in educating the IB, this booklet bargains a wealthy resource of useful suggestion for lecturers, institution leaders or managers fascinated with instructing or imposing the IB programmes.
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SSEC (Secondary School Examinations Council) (1962) Sixth Form Studies and University Entrance Requirements: Sixth Report of the Secondary Schools Examinations Council, HMSO, London. Stewart, J (2003) ‘George Abbot School and the Surrey Graduation Certificate’ in G Phillips and T Pound (eds) The Baccalaureate: A Model for Curriculum Reform, Kogan Page, London. Tomlinson, M (2002a) Report on Outcomes of Review of A Level Grading, DfES, London. Tomlinson, M (2002b) Inquiry into A Level Standards: Final Report, DfES, London.
Thus, although the IBDP undoubtedly served as an exemplar for the development of a broad and balanced curriculum, its overtly academic function had to be modified if it were to be adapted for the context of post-compulsory curriculum reform in England. This imperative to develop a more inclusive system to overcome the divisions between academic and vocational routes post-16 provided a central focus for a second report, Beyond GCSE (RS 1991), which also presented the case for the abolition of existing awards and the introduction of an integrated qualifications framework to bring an end to the division between the separate pathways.
Previously head of a Shropshire grammar school, Peterson had subsequently been influenced by a period in the then Malaya as director of information services, which role included attempting to engender commitment in three culturally very different communities (Malay, Indian and Chinese) to the notion of one unified Malayan nation. Returning in 1954 as head of Dover College, he instigated an ‘international sixth form’, which led in 1957 to an invitation to participate in a NATO-organised conference on international education held in Bruges.